Table Of Content

NEHIYAWEWIN CREE LANGUAGE AND CULTURE GUIDE TO IMPLEMENTATION Grade Ten to Grade Twelve DRAFT Alberta Education Copyright © 2006, Edmonton, Alberta All rights reserved. Made in Canada. TABLE OF CONTENTS Introduction 1 Message to the Teacher 2 Cree World View 4 Cree Values 6 Nehiyaw Pedagogy 8 Oral Tradition 9 Protocol with Kihteyayak/Elders 9 Language Variation 10 Using This Guide Teaching and Learning Cree Language and Culture 12 Communicative Language Competence 12 Developing Cree Language Competence 13 Teaching for Cree Language Competence 16 An Effective Cree Language Learning Environment 17 Suggested Teaching and Learning Strategies 19 Combined Grades in the Cree Language and Culture Classroom Planning For Instruction 21 Why Plan? 21 Sample Planning Procedure 23 Areas of Experiences - Themes 24 Key Elements of the Year Plan 29 Developing Unit Plans 32 Developing Lesson Plans 33 Global Task List 34 Planning for Balance 37 Reviewing II Cree Language and Culture Guide to Implementation Classroom Evaluation and Assessment 38 What is Assessment and Evaluation? 39 Cree Approach 41 Types of Assessment 44 Assessment and Evaluation Strategies Teaching Divisions Grade Ten 50 Sample Year Plan, Unit Plan, Lesson Plan Outcomes, Sample Activities and Assessment Strategies 65 Applications 93 Language Competence 133 Community Membership 163 Strategies 175 Outcomes Checklist Grade Eleven 186 Sample Year Plan, Unit Plan, Lesson Plan Outcomes, Sample Activities and Assessment Strategies 201 Applications 231 Language Competence 267 Community Membership 299 Strategies 313 Outcomes Checklist Grade Twelve 324 Sample Year Plan, Unit Plan, Lesson Plan Outcomes, Sample Activities and Assessment Strategies 341 Applications 371 Language Competence 405 Community Membership 435 Strategies 447 Outcomes Checklist Cree Language and Culture Guide to Implementation III Appendices 457 A: Teaching and Learning Strategies 505 B: Backgrounders 557 C: Planning, Teaching and Assessment Tools 575 D: Black Line Masters 613 E: Helpful Information 623 F: Resources 625 Books 639 Audiocassettes and CDs 642 Video 649 Web sites 656 Sources 659 G: Glossaries of Linguistic and Cree terms 667 H: Bibliography IV Cree Language and Culture Guide to Implementation A CKNOWLEDGEMENTS The Cree Language and Culture Guide to Implementation (Kindergarten to Grade Twelve) was initially developed through the cooperative efforts of many people. The Government of Alberta acknowledges the following: Elders and Cultural Advisors Anne Crane Mary Moore Alfred Bonaise Sue Dion Laura Moyah Jenny Cardinal Edith Ellingboe Madeline Noskey Joe P. Cardinal (deceased) Esther Giroux Pauline Ominiyak Florestine Chowace Rhoda Gladue Tony Petrone Linda Oldpan Emily Hunter Bernice Prather Myron Paskamin Russell Hunter Lorraine Rain Jerry Saddleback Malvina Iron Susie Robinson Bryant Johns Clifford Ribbonleg Contributors Florence Kanhai Teddy Ribbonleg Janice Aubry Melody Kostiuk Mary Sasakamoose Elise Auger Bertha Laboucan Betty Simon Doreen Batchelor Billy Joe Laboucan Joan Simpson Paul Beauregard Barb Laderoute John Sokolowski Louise Breland Donna Leask Noella Steinhauer Loretta Breland Lorna L’Hirondelle Marion Stone Norine Buffalo Willie Lightning Josephine Thompson Rosalyn Bull Judy Louis Connie Twin Julia Cardinal Jutta McAdam Stuart Wachowicz Mary Cardinal Collins Rita Marten Joyce Wood Raymond Cardinal Marjorie Memnook Nora Yellowknee Laura Collins Velma Memnook Gerald Young The process of developing this edition of the Guide was led by Billy Joe Laboucan, Little Buffalo, AB; Mary Cardinal-Collins, Saddle Lake First Nation, AB; Annette McLean, Sturgeon Lake First Nation, AB; with community consultations in the Treaty 6 and Treaty 8 areas. Validators Lorraine Scanie, Centre for Education, EPSB Elders and Cultural Advisors Bill Sewepagaham, Peace River School Division Irene Dion-Martineau, Kehewin First Nation Emily Sewepagaham, Peace River School Louise Loyie, Sawridge First Nation Division Joyce Wood, Saddle Lake Education Authority Validation Review Committee Gerald Young, Northland School Division Norine Buffalo, Miyowakohtowin Education Authority Editors Susan Dion, Kehewin Education Centre Billy Joe Laboucan (Woods Cree language) Eliza Gullion, Northland School Division Susan Dion (Plains Cree language) Loretta Pete, Miyowakohtowin Education Neil Sawers Authority J. Marilyn Scott Delores Pruden-Barrie, Alberta Education Thanks also to Donna Paskemin for her review and comments. Cree Language and Culture Guide to Implementation V Alberta Education Kim Blevens Document Production Coordinator Learning and Teaching Resources Delores Pruden-Barrie Resource Manager, FNMI Aboriginal Projects and Cree Learning and Teaching Resources Thomson Duval House Design and Production Joanne Meredith Jeff Miles Leslie Stewart Thomson Duval General Manager Glenn Rollans We thank the following educators for supporting their staff’s participation in the validation process: Dale Bischoff, Deputy Superintendent, Peace River School Division #10 Debra Cardinal, Director, Saddle Lake Education Authority Linda Gadwa, Principal, Kehewin Education Centre Willy John, Director of Education, Kehewin Education Centre Bryant Johns, Coordinator, Kayas Cultural College Dennis Laboucan, Director of Education, Little Red River Board of Education Florence Quinn, Principal, Onchaminahos Elementary School Annette Ramrattan, Superintendent, Northlands School Division #61 Debbie Stockdale, Principal, Ermineskin Primary School Don Tessier, Acting Principal, St. Thersea School Lyall Thomson, Superintendent, Edmonton Public School Board Judy Toews, Principal, Prince Charles Elementary School Genevieve Unger, Acting Principal, Kateri School Greg Woronuk, Superintendent, Peace River School Division #10 The writers and editors wish to acknowledge the following sources for certain materials that were used or adapted for this document: Aboriginal Perspectives Teacher Resource, Aboriginal Studies 10. Duval House Publishing, 2006. Alberta Education Health and Lifeskills Program of Studies SaskatoonTribal Council Blue Quills First Nation College ACCESS — the Education Station VI Cree Language and Culture Guide to Implementation I NTRODUCTION Message to the Teacher You are about to explore, with your students, the beauty and diversity of the Cree language and culture. The Cree people are the largest First Nations group in Canada, with over 80,000 Cree speakers. A significant number of Métis also speak Cree. Cree-speaking people are spread over a vast geographic area so there is a remarkable diversity in the language. Any language spoken over a large area develops regional differences in pronunciation, vocabulary and grammar. Adaptations of the language materials in this guide may need to be made for your community. Your students need to be aware that Cree speakers have political and economic advantages, both at regional and national levels, in being able to communicate in more than one language. Cree is one of the core languages for Canada listed in translation services. Cree is also now accepted at several Canadian universities and colleges for second language entrance requirements in certain faculties. Encouraging authentic voices in the classroom is crucial to the success of this language program. Whenever possible, use Elders and other community Cree speakers to enrich the language learning. Having students interact with other Cree speakers helps students bring their language knowledge out of the classroom and into the realm of communication. Language learning and retention takes place through using the language. Students need to hear, speak and communicate in the language in order to maintain the language. Therefore, it is important to involve parents and community resources to build a supportive relationship for Cree language learning. Most of all, as a teacher, model using Cree as much as possible. Please familiarize yourself with the important information in this introduction. It will help you implement a successful Cree language program in your classroom. Cree Language and Culture Guide to Implementation Introduction 1 C W V REE ORLD IEW Ka-ki-kiskêyihtêtan ôma, The Cree, Nehiyaw, world view is not a polarized view but a holistic namoya kinwês maka view. It is not this or that but this and that. It holds that all life forms are aciyowês pohko ôma ôta interconnected and that life is sacred. Human beings are not at the top ka-hayayak wasêtam askihk, êkwa ka-kakwêy of a ladder but are one part of a sacred circle. Emotional, physical, miskêtan kiskêyihtamowin, mental and spiritual realms are not separate but recognized as part of iyinîsiwin, kistêyitowin, mina the whole. nânisitotatowin kakiya ayisiniwak, êkosi ôma Traditionally, responsibility within the Nehiyaw culture primarily involved kakiya ka-wahkotowak. contributing to the well-being and success of the group—the family, Realize that we as human beings, extended family and community. Leadership was developed through have been put on this earth for service to the community—cooperation and helping others was crucial only a short time and that we must use this time to gain to survival. Traditional Nehiyaw culture still revolves around the wisdom, knowledge, respect and connection to Mother Earth and the relationship with family and understanding for all human beings, since we are all relatives. community. Cree Proverb The concept of Mother Earth in Cree world view not only encompasses the land but also all of the animals, minerals, rocks, plant life and all of its interconnectedness with humans. Cree people do not use the products and materials of Mother Earth as commodities but regard them as relatives and they are treated with utmost respect. Four aspects common to Mother Earth in the Cree world view that can be honoured in the classroom are: - interconnectedness of all things - connection to the land and community - the dynamic and changing nature of the world - strength that develops in power with not power over. Language proceeds from the world view of a culture. The Nehiyaw world view and philosophy is imbedded in the language and culture. This is also evident in the pedagogy or ways of learning. 2 Introduction Cree Language and Culture Guide to Implementation CIRCLE OF LIFE NORTH WINTER PURITY HARMONY OLD AGE FOUR-LEGGED TREES STARS WESTAUTUMN UNSELFISHNESS BALANCE ADULTHOOD SWIMMERS oots and Berries MOON WATER C(RVWEISAINIOTDNO)R FIRE SUN FLOWERS TWO-LEGGED INFANCY CONTROL LOVE SPRINGEAST R KCOR HTRAE SESSARG SENO DEGNIW DOOHDLIHC REDRO YTSENOH REMMUS HTUOS Adapted with respect: Saskatoon Tribal Council Many aspects of the Circle of Life contain sacred knowledge. To explore the circle in Cree it is necessary to consult with an Elder in your community. Cree Language and Culture Guide to Implementation Introduction 3 C V REE ALUES The underlying foundation for all elements of this Cree Language and Culture Guide are Cree values—those viewpoints and ways of being that characterize the Cree way of life. They are as important today in educating students in the Cree Language and Culture as they have ever been. The most important value incorporates the world view that God, Creator, Kisemanito, Omâmâwohtawemâw—the higher power called many names in Cree prayers—permeates all activities in life. In the Community Membership section of each grade level this is expressed as an overarching value in the outcome—Students will live peacefully with Mother Earth, self, and others, guided by the Creator. Cree values are spiritual in nature and not necessarily religious, although one can practise spirituality through religion. The underlying Cree spiritual values in education is an issue to be dealt with by each education authority or jurisdiction of the community. These values mark the Cree world view and concern for Mother Earth. They underpin the way the Cree expect that people will act in the world. These values are fundamental to the way Cree parents, Elders and the Cree community, intend their children to be brought up and educated. The primary Cree values are: Wâhkôhtowin - kinship Mîyo wîcehtôwin - getting along together Mâmawohkamâtowin – working cooperatively Manâtisiwin and manâhcihitowin – respect and respect for each other Pikiskwestamowewin - speaking on behalf of others Kiskinwahasimôwewin – accepting guidance Kiskanowapâhkewin - a keen sense of observation Nanahihtamowin – obedience, to listen with an open heart Kisewâtisiwin – compassion, loving-kindness Tâpwewin and kanacisowin – honesty and clean living Wîcihitowin – sharing Okihtowihiwewin – generosity Tapateyimisôwin and ekakisteyimisowin - humility First and foremost is the concept of Kinship or Wâhkôhtowin. Who is your family? Wâhkôhtowin involves respect for one another and a way of interacting. This is often dictated by how you are related to others especially in small Cree communities. 4 Introduction Cree Language and Culture Guide to Implementation